Posted on 29 March 2013.
Submitted by: Ashley Heath
School: Varina High School
Students will be conducting research in conjunction with the consciousness chapter to learn about the sleeping habits of their classmates. As we learn about sleep patterns and habits, students will be asked to participate in a week long survey of their own sleep habits and will also create a survey to get a general idea of their classmates’ sleep habits. They will take the data that is generated from their sleep surveys, as well as those of the entire student body’s, analyze it, and present information to the administration about the sleeping habits of the school.
Ideal/Target – Students will be conducting research in conjunction with the consciousness chapter to learn about the sleeping habits of their classmates. As we learn about sleep patterns and habits, students will be asked to participate in a week long survey of their own sleep habits and will also create a survey to get a general idea of their classmates’ sleep habits. They will take the data that is generated from their sleep surveys, as well as those of the entire student body’s, analyze it, and present information to the administration about the sleeping habits of the school.
Approaching – The teacher facilitates and formatively assesses authentic tasks where student are engaged in research and using information fluently through the use of Google Form to survey their classmates, the whole school and faculty. Student assembly and synthesize information to address the authentic task of whether or not to move the school’s directed study period to a different time-slot. Students’ use of Google Docs, Google Presentation and Todaysmeet.com to display and interact with information through group presentations and fishbowl discussions.
Ideal/Target – Teacher has designed lesson that promotes solutions to authentic tasks by having students create, collect and analyze raw data to solve the problem of whether or not to move the school’s Directed Study block to a different time of the day, based on evidence of the school’s sleep patterns. The teacher models a range of critical thinking and/or problem solving strategies and associated digital tools with the dissemination of data using Google Forms and Spreadsheets. Students generate and respond to purposeful questions, justify decision making and problem solving practices and apply digital tools to think critically, and solve open ended authentic tasks that require higher order thinking skills in the Fishbowl Discussion and reflect on their roles as problem solvers.
Approaching- Students analyze trends and make predictions that inspire new solutions to solve the authentic task of whether to move the school’s directed study to a different time of the day. Students created surveys, presentations and generated engaging discussions to create meaningful work within the assignment parameters. The teacher designed the opportunity for students to engage in a problem based learning assignment for student sot synthesize, research, apply critical thinking skills to address the authentic task.
- LESSON PLAN
- CLASSROOM INSTRUCTIONS
- LINKS TO EXTERNAL WEBSITES
- STUDENT ARTIFACTS/DATA
- TRANSCRIPTS OF FISHBOWL DISCUSSION
Posted in Comm/Collab - App, Creativity - App, Critical Thinking - App, High School, Info Fluency - Target, Project, Psychology, Social Studies
Posted on 11 March 2013.
Submitted by: Donna Wine
School: J.R. Tucker High School
In this lesson, which highlights TIPC rubric section Communication and Collaboration, Google Drive is used as part of a prewriting strategy for a compare/contrast essay development. Students participated in a “fishbowl” activity as a whole class, generating ideas that smaller groups then organized into thesis statements and topic sentences.
ENTRY – While this is not the TIPC focus of the lesson, students use primary, authentic, teacher-chosen texts to compare and contrast.
APPROACHING – Students engaged in meaningful, purposeful communication on an authentic task. Collaboration/communication breaks the traditional boundaries of time and space by allowing multiple modes of learning during the same activity and engaging all students in a way not possible without technology. Some students were talking while other students were evaluating speaker performance while others still were taking notes on discussion content. All information was recorded on collaborative documents shared in smaller groups, providing information in such a way that speakers received feedback on their performance for assessment and reflection. Also, the collaborative document organized information from the fishbowl in a way that maximized efficiency because the smaller groups were already prepared for their next task with no additional discussion or compilation needed.
DEVELOPING – While this was not a TIPC focus for this lesson, students used information compiled on a collaborative document to organize group answers to the open-ended question, “how are these literary selections alike and different?” The collaborative documents were also used for group composing of a thesis statement and topic sentences, requiring creativity and synthesis of ideas.
DEVELOPING – While this is not a TIPC focus area for this lesson, students did communicate and collaborate using Google docs, applying critical thinking skills to the authentic task of comparing and contrasting two works of literature. Students created meaningful, original work by planning the basic ideas and structure for this essay.
Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - Dev, English, High School
Posted on 03 November 2011.
Submitted By: Alison Timm and Shelly Barnard
Collaborators: Rena Berlin (VA Holocaust Museum), teachers and Joy McDonald ITRT.
Lesson Title: Skype an Expert and Fishbowl Chat Online
Target Grade/Subject:English 7
Length: One class period to research and one to skype >150 minutes
Image citation: Virginia holocaust museum tolerance through education. (n.d.). Retrieved from http://www.va-holocaust.com/
As a component of a research assignment, students will conduct a fishbowl discussion while Skyping with an expert from the holocaust museum. A small group will discuss their research findings in the fishbowl while the other students listen and discuss the learning topic on a moderated schoolspace chat forum with their teacher. During this activity students will receive feedback, expert guidance and additional research questions to further extend their knowledge. Note-Details about the overall research assignment are included in the attached lesson plan. However, this technique can be implemented with any research project where a subject matter expert is willing to Skype with a class.Essential Questions:
- What role does memory play in our lives?
- What is the effect on people who no longer have a say in how they live?
- Do people always portray themselves as they really are, or do they behave as they think others want them to behave?
- What is the effect of honoring those who lost their lives in the Holocaust?
- Is it better for a community/nation to celebrate difference or similarities in people?
- Is it possible for a community/nation to tolerate all members and live in peace?
This activity is student driven and requires students to use a variety digital tools of research (databases, texts, internet web sites, united streaming, teacher tube)
Student work was created collaboratively in student selected groups with student defined group roles. Each class communicated with an audience both within and beyond the classroom electronically using schoolspace chats and Skype. The class reflected on their role in the group as a culminating activity.
By answering essential questions, students will think critically and draw conclusions. Students will investigate multiple perspectives while researching thier topic and while listening to other students discuss the perspectives included in their research findings.
Throughout this entire research process, students will see the real world relevance of this topic: “The Faces of the Holocaust”. Students will make connections to contemporary issues as they become aware of how these historical events continue to affect society.
Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - App, English, Finalist '11-'12, Info Fluency - Target, Middle School, Winners